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Curriculum for Learning to Live Together by D.B. Rao Pdf
The Theme for which the UNESCO convened from 5 to 8 September 2001 in Geneva the 46th session of the International Conference on Education (ICE), organised by the UNESCO s International Bureau of Education, was Education for All for Learning to Live Together. Contents and Learning, Strategies Problems and Solutions . The ICE brought together over 600 participants from 127 countries, including in particular 80 ministers and 10 vice-ministers of education, as well as representatives of inter-governmental and nongovernmental organisations. The themes of ICE are very relevant all over the world with regard to the necessity and complexity of living together as well as the role and limitations of education in this respect.
Learning to Live Together by David A. Hamburg M.D.,Beatrix A. Hamburg M.D. Pdf
With a view to deepening our understanding of sources of hatred and prejudice, this book uses a developmental and evolutionary perspective to explore and explain the process by which our beliefs are conveyed to the youngest members of society. Discussing the psychological obstacles to peaceful relations between groups, the authors focus on the developmental processes by which we can work to diminish ethnocentrism, prejudice, and hatred, which children learn from a very early age. Until now, scholarship and practice in international relations have gravely neglected crucial psychological aspects of these terrible problems and have not yet explored the educational opportunities related to them. Addressing these promising lines of inquiry and innovation, this book fosters a more humane and less violent development in childhood and adolescence. Educators, religious leaders, developmental and social psychologists, will find this a valuable resource, as will a socially concerned segment of the public who are looking for practical ways to work for peace.
International Conference On Learning To Live Together by D.B. Rao Pdf
Contents: International Conference on Education for all for Learning to Live Together: Contents and Learning Strategies-Problems and Solutions, Document to Assist the Discussions during the Workshops of the International Conference of Education, General Overview of the Forty-sixth Session of the International Conference on Education, Conclusions and Proposals for Action Arising from the Fortysixth Session of the International Conference on Education (ICE), Proceedings of the Conference, Introduction, Responding to Educational Needs, Towards a Shared Vision of Education for Living Together, Contents and Strategies for Learning to Live Together, Some External Conditions for Teaching Learning to Live Together, Agreement on the Guidelines for on Learning to Live Together, Postface: Learning to Live Together : Have we Filed?
Learning to Live Together by Margaret Sinclair,Unesco,International Bureau of Education Pdf
This study represents an attempt to interpret the aim of 'learning to live together' as a synthesis of many related goals, such as education for peace, human rights, citizenship and health-preserving behaviours. It focuses specifically on the skills, values, attitudes and concepts needed for learning to live together, rather than on 'knowledge' objectives. On the basis of a review of the literature and an examination of a number of cases from post-conflict and transition settings, this study proposes what appears to work in terms of helping students learn to become politely assertive rather than violent, to understand conflict and its prevention, to become mediators, to respect human rights, to become active and responsible members of their communities - as local, national and global citizens - to have balanced relationships with others and neither to coerce others nor be coerced, especially into risky health behaviours. While the focus is mainly on schools, the approach advocated is also applicable to non-formal education for youth and adults.
Education is gearing towards, preparing individuals to live in together since ancient times. However, the nation of Learning to Live Together is clearly shaped only very recently by the UNESCO s International Commission on Education for the Twenty-first Century. The Commission emphasised that education for the 21st century based on four pillars, namely, Learning to know, Learning to do, Learning to be and Learning to live together. The first three pillars are essential for the sound development of persons, communities or individual nations, but the fourth pillar, learning to live together, is of a different more global nature: its omission may result in the annihilation of all other educational, cultural, health and developmental efforts through war, terrorism, deterioration of resources, pandemics, etc.
Life and Moral Education in Greater China by John Chi-Kin Lee,Stephen Yam-wing Yip,Raymond Ho-Man Kong Pdf
Arguing for life, moral and values education as a bedrock for the original goals of school education, this monograph explores how life and values education is conceptualised and imparted in Greater China. Under a globalized, transnational, and technological world, where there has been an increase in people’s mobility, in information and cultural exchanges, there is also a growing emphasis on personal and professional ethics. Against this context, life, moral and values education has gained attention for its impact on shaping students' characters as future citizens. However, the cultivation of these values is made deeply diversified and complex by varying interpretations of "life education" and "values education" across societies, given that different societies are influenced by different socio-cultural traditions, educational ideologies and religious beliefs. The means and approaches towards life education also vary vastly from formal school subjects, school-based programmes as well as teachers and peers’ role modelling, community services, extra-curricular activities, school discipline, charity work, pastoral care, and school ethos. Recognising this inherent diversity and complexity in the approach to and the dissemination of life education, the contributors to this volume survey the practice of life education in Greater China so far, suggesting that life education is most effective when it is "diversified, dynamic and developmental across contexts". This book will provide the opportunity for engaging in important and serious debates about the future and the values that will underpin it and will prove of special interest to scholars and practitioners working on education policies curriculum development and teacher education in Greater China.
World Encyclopaedia of Nations and Nationalities by E.G. Ravenstein & A.H. Keane,Elisee Reclus Pdf
The origins and development of the fascinating variety of continents, countries and communities of the world are the engrossing subjects of the present prize set of 17 Vols. in 34 Parts of the encyclopaedia. With marvelously lucid text and equally graphic illustrations, the writers and editors present a panoramic account of the splendid variety of the family of mankind, its numerous and varied habitations, its physical, human and economic geography of man and his activities, and the living dynamic relation that mankind had with fellow communities across land and sea as well as with the planet that sustains all of them. The World Encyclopaedia of Nations and Nationalities opens to students, teachers and general readers a vast and beautiful window onto the great as well as the little known customs, manners and cultures of the world, reveals the universal geographical features and singularities of all countries in the continents, the introduces in vivid detail the many kind of inhabitants that are found world-wide. Not only is this brilliantly conceived encyclopaedia the pride of many libraries across the world, but it is also regarded as an apt companion and complement to the earlier historic work of Darwin, namely, Origin of the Species. In its comprehensive sweep and vibrant treatment the present the present volumes of this encyclopaedia will be an essential part of all libraries.
Learning to Live Together in Africa through History Education by Denise Bentrovato Pdf
This study sheds light on the current state of history education in Africa and reflects on its potential to prepare this continent’s learners for the challenges of "learning to live together". Drawing on an examination of school curricula and the experiences of educational stakeholders, it identifies trends in the processes and outcomes of recent curricular revisions, and discerns key challenges relating to the teaching and learning of history across Africa. It scrutinises the place afforded to history within African education systems, and surveys related contents and pedagogies. While it identifies African history as a fundamental yet sensitive and controversial subject, it also illustrates examples of present-day curricular strategies to integrating a concern for promoting a "culture of peace".
Learning to Live Together Harmoniously by Jwalin Patel Pdf
This book calls for an expanded vision of holistic education that emphasizes togetherness and harmony through the discovery of oneself, others, and the larger society. It brings together teachers’ voices, experiences, and practices for such an education with Southern Knowledge, philosophy and ideologies proposed by Indian philosophers and spiritual leaders like Aurobindo, the Dalai Lama, Gandhi, Krishnamurti, and Tagore. The book reconceptualizes and extends UNESCO's "Learning To Live Together" to emphasize "Learning to Live Together Harmoniously" (LTLTH) and develops a novel conceptual framework for it. The book also explores how LTLTH can be translated into practice; calling for a continuum of harmonious lived experiences created through experiential and project based pedagogy, systems and processes for autonomy and autonomous behaviour regulation, empathetic teacher student relations, schoolwide ethos of harmonious living, and teachers’ ways of living and being.
Learning To Live Together: Promoting Social Harmony by J. A. Scott Kelso Pdf
This book is devoted to the issue of how we can learn to live together in the face of division and conflict. It is dedicated to the life and work of a remarkable human being, Dr Epimenidis Haidemenakis, scientist, statesman, visionary leader, President Emeritus of the International S.T.E.P.S. Foundation and founding father of The Olympiads of the Mind (OM). The monograph consists of a collection of papers presented at the 8th and 9th Olympiads of the Mind held in Washington, DC and Chania, Crete respectively. Distinguished international scholars, government and corporate representatives, leading researchers and academics from multiple disciplines and Nobel Laureates Leon Lederman (Physics, 1988), Martin Perl (Physics, 1995) and Yuan T. Lee (Chemistry, 1986) address a broad range of issues all with the aim of improving the human condition and achieving cooperation among the people of the world. The topics include the environment, sustainability and security; diversity and how to achieve integration and peace among people in a fractured world; the important role of brain research; how to overcome poverty and inequality; how to enhance creativity and improve education at all levels; and how new technologies and tools can be used for common benefit. The culmination of the book is a call to action, to join what one might call the “OM Movement”—bringing the best minds in the world together to create solutions to world issues so that we can all live together in harmony.
Soft Skills and Hard Values by Kerry J. Kennedy,Margarita Pavlova,John Chi-Kin Lee Pdf
To help researchers, educators and policy makers understand and support the development of 21st-century skills in schools, this edited volume explores the various iterations of "soft" skills with a particular focus on their implications for values and evaluates ways in which "soft skills" and "hard" values can be integrated. Discourse throughout the 21st century has focused on the changing nature of work, the need for new skill sets and the disruptive effects of new technologies. This has been a neo-liberal discourse that subordinated personal and individual needs to the needs of a productive workforce delivering more and more efficiencies linked to higher and higher profits. The solution is often seen to be in the development of a school curriculum that focuses on work-ready skills for an increasingly complex work environment and its demands. Agencies such as OECD and UNESCO highlight the need to link the skills agenda with complementary values. Yet this process is at a very early stage. The proponents of the Fourth Industrial Revolution (4IR) for example highlight the impact of new technologies, not just on work but also on the social world. Yet they neglect to explore the values that would be needed in these new disruptive environments. This book takes up that issue and lays out the multiple value systems that are available for this new 21st century world. It is an important resource for policy makers, academics and teachers with responsibility for a new generation.
Redefining Religious Education by S. Gill,G. Thomson Pdf
This book is a unique collection of interdisciplinary articles that argue for religious education to be directed primarily towards the spiritual insofar as it is part of a flourishing human life. The articles address this issue from the perspectives of theory, different religious traditions and innovative teaching and learning practices.
Education about living in society and in the world is a vital task of schools. Yet such civic education is not always critically examined, and few among us have been encouraged to reflect on our civic education experiences. Around the world, one’s civic education most often looks like a black box. How it works is unclear. When human harm, violence, and oppression can be seen in a wide variety of contexts, it is worth critically examining civic education. Could it be that civic education is not playing a helpful role in society? Can it be done differently and better? As one reflects on the contemporary social world, it is helpful to examine the assumptions surrounding education for living together, to think about current modes and possible alternatives. Otherwise, one might end up promoting allegiance to civic and partisan entities which are themselves black boxes (the ‘nation’, the ‘people’), failing to notice when and how what goes on in civic education is morally questionable. This book aims to elucidate some of the black box of civic education, and focuses on some of its main operations across contexts. Offering a new framework for students and academics, this book questions existing thinking and shifts the focus of attention from the right balance to strike between local, national, and global allegiances to the more fundamental question of what counts as ‘local’, ‘national’, and ‘global’, and what might be involved in cultivating allegiances to them. It looks at allegiance to not just transnational but also sub-global ‘civilisations’ and it problematises the notion of the ‘local community’ in new ways.
Living Together by Suzanne Majhanovich,Christine Fox,Adila Pasalic Kreso Pdf
SUZANNE MAJHANOVICH and CHRISTINE FOX Originally published in the journal International Review of Education, Volume 54, Nos 3–4, 287–297. DOI: 10. 1007/s11159-008-9097-9 Springer Science+Business Media B. V. 2008 The papers in this collection have been selected from over 800 presentations given at the XIIIth World Congress of Comparative Education Societies, held at the University of Sarajevo, Bosnia and Herzegovina, from 3 to 7 September 2007. The Congress was hosted on behalf of the WCCES by the Mediterranean Society of Comparative Education and in association with the International Association of Intercultural Education. For such an int- national gathering, it was appropriate that the theme chosen was ‘‘Living Together: Education and Intercultural Dialogue’’, providing scope for c- tributions by participating scholars, policy makers and practitioners in e- cation from some 70 countries. The presenters approached contemporary educational issues with knowledge and insights about a world characterized by the tensions and demands of global and local interests, by regional c- ?icts and post-con?ict deliberations, and by the global diaspora, with c- tural, religious and linguistic diversity within both small and large states. Only a very few papers could be included for this collection, but they rep- sent some of the key topics under discussion during the Congress. The papers were selected from the recommendations of the convenors of the 13 Thematic Groups, the keynote addresses and several symposia.